The Influence of Model Sounds on the Speech Production of Japanese Learners of English

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概要

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• It is too complicated to teach supra-segmental phonology, namely rhythm, intonation and the stress of a foreign language analytically. One tool for learning these may be the frequent imitation of model sounds. In creating authentic software or a textbook of English pronunciation training, voices of some native speakers of the language are usually recorded as models. In cooperation with staff members at Konan University, I am developing computer-based listening and pronunciation software which is designed to improve learners' ability to sense and monitor some prosodic features of English. Before practicing with the software, 20 students had taken a pretest. We have already created another set of software for the pretest which was designed to record students' voices. Ten sentences out of forty were recorded without model sounds. The same sentences were also recorded after they listened to model sounds. The aim of this study is to compare students' own creative reading sounds with their imitating reading sounds. To investigate which element of speech sounds changed or did not change is especially important when creating aural/oral training software. The fundamental frequencies of each sentence and the duration of some target consonants were measured by speech analyzers. Auditory impressions of two native teachers of English and two Japanese teachers of English were also examined. Fundamental frequencies apparently changed after listening to model sounds as predicted while some consonant confusion in voicing and manner was not reduced. Both groups of teachers observed that students' pronunciation had improved in most cases.after they listened to model sounds. The aim of this study is to compare students' own creative reading sounds with their imitating reading sounds. To investigate which element of speech sounds changed or did not change is especially important when creating aural/oral training software. The fundamental frequencies of each sentence and the duration of some target consonants were measured by speech analyzers. Auditory impressions of two native teachers of English and two Japanese teachers of English were also examined. Fundamental frequencies apparently changed after listening to model sounds as predicted while some consonant confusion in voicing and manner was not reduced. Both groups of teachers observed that students'pronunciation had improved in most cases.

• 甲南大学の論文

著者

• 伊庭 緑

  甲南大学国際言語文化センター

• 伊庭 緑

  上智大学国際言語情報研究所

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